Shaping LIS Education for Blended Professionals in a Pluralist Information Environment: Global Reflections

Q2 Social Sciences
J. Raju
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引用次数: 1

Abstract

Technological innovations have led to an increase in demand for information technology (IT) skills in contemporary library and information agencies. This in turn has created an increased need for pedagogical skills on the part of library and information science (LIS) professionals for them to empower users with knowledge and skills to navigate a complex digital information terrain. Hence LIS professionals with both technology and pedagogical skills have become increasingly critical in a digitized information environment. In the context of this confluence of knowledge and skills requirements for the LIS professional, this article draws early findings from a global phenomenological probe into curriculum design and development directed at the blended or hybrid LIS professional located in a pluralist information environment and requiring cross-disciplinary competencies spanning LIS, IT, teaching and learning, and perhaps even other cognate areas. It explores, in this context, challenges, ideas, and thinking in LIS education from preliminary empirical findings from parts of Africa, Asia, and South America (representing the Global South) and from parts of Europe and North America (representing the Global North), with a view to stimulating debate and discourse on the repositioning of the LIS discipline toward staking an intellectual claim on the broadening of its disciplinary space resulting from a natural evolution of the LIS discipline in response to a technology-driven information environment. Shank and Bell’s concepts of “disruptive innovations” and the blending of traditional librarian skills with information technology and pedagogical skills, together with Corrall’s “content, conduit, and context” approach to educating for a pluralist digital information environment, are used to frame this reflection.
在多元信息环境中塑造混合型专业人才的LIS教育:全球反思
技术创新导致当代图书馆和信息机构对信息技术(IT)技能的需求增加。这反过来又增加了对图书馆和信息科学(LIS)专业人员的教学技能的需求,使他们能够为用户提供知识和技能,以驾驭复杂的数字信息领域。因此,具有技术和教学技能的LIS专业人员在数字化信息环境中变得越来越重要。在对LIS专业人员的知识和技能要求融合的背景下,本文从全球现象学研究中得出了早期的发现,该研究针对位于多元信息环境中的混合型或混合型LIS专业人员的课程设计和开发,需要跨越LIS、IT、教学和学习,甚至可能是其他相关领域的跨学科能力。在此背景下,它从非洲、亚洲和南美洲部分地区(代表全球南方)以及欧洲和北美部分地区(代表全球北方)的初步实证研究结果出发,探讨了美国教育中的挑战、想法和思维。目的是激发关于LIS学科重新定位的辩论和论述,以对其学科空间的扩大提出知识要求,这是LIS学科在应对技术驱动的信息环境中自然演变的结果。Shank和Bell的“颠覆性创新”概念,以及传统图书馆员技能与信息技术和教学技能的融合,以及Corrall的“内容,渠道和背景”方法,用于多元化数字信息环境的教育,用于构建这种反思。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Education for Library and Information Science
Journal of Education for Library and Information Science Social Sciences-Library and Information Sciences
CiteScore
1.70
自引率
0.00%
发文量
46
期刊介绍: The Journal of Education for Library and Information Science (JELIS) is a fully refereed scholarly periodical that has been published quarterly by the Association for Library and Information Science Education (ALISE) since 1960. JELIS supports scholarly inquiry in library and information science (LIS) education by serving as the primary venue for the publication of research articles, reviews, and brief communications about issues of interest to LIS educators.
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